Men of Peace Oklahoma Spotlight
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Plains Indians
Your Name Keyboarding II xx Period Mr. Behling Current Date Plains Indians The American Plains Indians are among the best known of all Native Americans. These Indians played a significant role in shaping the history of the West. Some of the more noteworthy Plains Indians were Big Foot, Black Kettle, Crazy Horse, Red Cloud, Sitting Bull, and Spotted Tail. Big Foot Big Foot (?1825-1890) was also known as Spotted Elk. Born in the northern Great Plains, he eventually became a Minneconjou Teton Sioux chief. He was part of a tribal delegation that traveled to Washington, D. C., and worked to establish schools throughout the Sioux Territory. He was one of those massacred at Wounded Knee in December 1890 (Bowman, 1995, 63). Black Kettle Black Kettle (?1803-1868) was born near the Black Hills in present-day South Dakota. He was recognized as a Southern Cheyenne peace chief for his efforts to bring peace to the region. However, his attempts at accommodation were not successful, and his band was massacred at Sand Creek in 1864. Even though he continued to seek peace, he was killed with the remainder of his tribe in the Washita Valley of Oklahoma in 1868 (Bowman, 1995, 67). Crazy Horse Crazy Horse (?1842-1877) was also born near the Black Hills. His father was a medicine man; his mother was the sister of Spotted Tail. He was recognized as a skilled hunter and fighter. Crazy Horse believed he was immune from battle injury and took part in all the major Sioux battles to protect the Black Hills against white intrusion. -
Case Studies of the Early Reservation Years 1867-1901
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1983 Diversity of assimilation: Case studies of the early reservation years 1867-1901 Ira E. Lax The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Lax, Ira E., "Diversity of assimilation: Case studies of the early reservation years 1867-1901" (1983). Graduate Student Theses, Dissertations, & Professional Papers. 5390. https://scholarworks.umt.edu/etd/5390 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. COPYRIGHT ACT OF 1976 Th is is an unpublished manuscript in which copyright sub s i s t s . Any further r e p r in t in g of it s contents must be approved BY THE AUTHOR, Mansfield Library University of Montana Date : __JL 1 8 v «3> THE DIVERSITY OF ASSIMILATION CASE STUDIES OF THE EARLY RESERVATION YEARS, 1867 - 1901 by Ira E. Lax B.A., Oakland University, 1969 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1983 Ap>p|ov&d^ by : f) i (X_x.Aa^ Chairman, Board of Examiners Dean, Graduate Sdnool Date UMI Number: EP40854 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -
Lewis and Clark: the Unheard Voices
Curriculum Connections A free online publication for K-12 educators provided by ADL’s A World of Difference® Institute. www.adl.org/lesson-plans © 1993 by George Littlechild UPDATED 2019 Lewis and Clark: The Unheard Voices CURRICULUM CONNECTIONS | UPDATED FALL 2019 2 In This Issue The disadvantage of [people] not knowing the past is that they do Contents not know the present. History is a hill or high point of vantage, from which alone [they] see the town in which they live or the age Alignment of Lessons to Common —G. K. Chesterson, author (1874–1936) in which they are living. Core Anchor Standards Each year classrooms across the U.S. study, re-enact, and celebrate the Lewis and Clark expedition, a journey that has become an emblematic symbol of Lessons American fortitude and courage. While there are many aspects of the “Corps of Elementary School Lesson Discovery” worthy of commemoration—the triumph over geographical obstacles, the appreciation and cataloging of nature, and the epic proportions Middle School Lesson of the journey—this is only part of the history. High School Lesson While Lewis and Clark regarded the West as territory “on which the foot of civilized man had never trodden,” this land had been home for centuries to Resources millions of Native Americans from over 170 nations. For the descendants of Tribal Nations Whose Homeland these people, celebrations of the Corps of Discovery mark the onset of an era Lewis and Clark Explored of brutal repression, genocide and the destruction of their culture. Resources for Educators and Students The lesson plans in this issue of Curriculum Connections take an in-depth look at the history of U.S. -
Forrestine Cooper Hooker's Notes and Memoirs on Army Life in the West, 1871-1876, Arranged, Edited, and Annotated by Barbara E
Forrestine Cooper Hooker's notes and memoirs on army life in the West, 1871-1876, arranged, edited, and annotated by Barbara E. Fisher Item Type text; Thesis-Reproduction (electronic) Authors Fisher, Barbara Esther, 1939- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 04/10/2021 03:17:15 Link to Item http://hdl.handle.net/10150/551645 FORRESTINE COOPER HOOKER'S NOTES AND MEMOIRS ON ARMY LIFE IN THE WEST, 1871 - 18?6 arranged, edited, and annotated by Barbara E, Fisher A Thesis Submitted to the Faculty of the DEPARTMENT OF HISTORY In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS In the Graduate College THE UNIVERSITY OF ARIZONA 1 9 6 3 STATEMENT BY AUTHOR This thesis has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this thesis are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his judgment the proposed use of the material is in the interests of scholarship. -
Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006
Indian Education for All Bringing the Story of the Cheyenne People to the Children of Today Northern Cheyenne Social Studies Units Northern Cheyenne Curriculum Committee 2006 Ready - to - Go Grant Elsie Arntzen, Superintendent • Montana Office of Public Instruction • www.opi.mt.gov LAME DEER SCHOOLS NORTHERN CHEYENNE SOCIAL STUDIES CURRICULUM TABLE OF CONTENTS Introduction & Curriculum Framework ........................................................................3 Core Understandings & Learning Objectives ...............................................................8 Glossary for Lesson Content .......................................................................................17 Northern Cheyenne Recommended Grade Level Content ..........................................21 Northern Cheyenne Social Studies Model Lessons Grades 1-12 With Northern Cheyenne Content Resources .........................................................23 APPENDIX Pertinent Web Sites ....................................................................................................... 2 Protocol for Guest Speakers.......................................................................................... 3 Day of the Visit ............................................................................................................. 4 Chronology of Northern Cheyenne Government (Board Approved) .......................... 5 Amended Constitution & Bylaws of the Northern Cheyenne Tribe ............................ 9 Treaties with the Northern Cheyenne Tribe .............................................................. -
1868 Chief Red Cloud and General William Tecumseh Sherman Sign the Fort Laramie Treaty, Which Brings an End to War Along the Bozeman Trail
1868 Chief Red Cloud and General William Tecumseh Sherman sign the Fort Laramie Treaty, which brings an end to war along the Bozeman Trail. Under terms of the treaty, the United States agrees to abandon its forts along the Bozeman Trail and grant enormous parts of the Wyoming, Montana and Dakota Territories, including the Black Hills area, to the Lakota people as their exclusive territory. 1868 General Philip Sheridan sends Colonel George Armstrong Custer against the Cheyenne, with a plan to attack them during the winter when they are most vulnerable. Custer's troops locate a Cheyenne village on the Washita River in present-day Oklahoma. By a cruel coincidence, the village is home to Black Kettle and his people, the victims of the Sand Creek Massacre in 1864. Custer's cavalry attacks at dawn, killing more than 100 men, women and children, including Black Kettle. 1875 THE LAKOTA WAR A Senate commission meeting with Red Cloud and other Lakota chiefs to negotiate legal access for the miners rushing to the Black Hills offers to buy the region for $6 million. But the Lakota refuse to alter the terms of the 1868 Fort Laramie Treaty, and declare they will protect their lands from intruders if the government won't. 1876 Federal authorities order the Lakota chiefs to report to their reservations by January 31. Sitting Bull, Crazy Horse and others defiant of the American government refuse.General Philip Sheridan orders General George Crook, General Alfred Terry and Colonel John Gibbon to drive Sitting Bull and the other chiefs onto the reservation through a combined assault. -
About Native Americans: Cultures
CK_5_TH_HG_P231_324.QXD 2/13/06 1:56 PM Page 300 III. Native Americans: Cultures and Conflicts At a Glance The most important ideas for you are: ◗ Over time, the native people of the Great Basin, Plateau, and Plains cul- ture regions had developed cultures that were adapted to the environ- ment and shared similar cultural traits and characteristics. ◗ The coming of European Americans changed the way of life of the Native Americans. ◗ The federal government established the Bureau of Indian Affairs in 1824 to “safeguard” the well-being of Native Americans. ◗ From the 1860s to 1934, the Bureau of Indian Affairs forced Native Americans onto reservations, broke up tribal holdings, and attempted to impose a policy of assimilation. ◗ Between the 1850s and 1890, the army, settlers, miners, and ranchers fought a series of battles with the Native Americans that became known as the Plains Wars. What Teachers Need to Know Background Anthropologists have categorized Native American peoples into culture regions in order to study and understand them. A culture region is a geograph- ic area in which different groups have adapted to their physical surroundings in similar ways, and share similar cultural traits and characteristics, such as language, beliefs, customs, laws, dress, and housing. However, even within cul- ture regions, groups still retain certain individual group characteristics. For the purpose of presenting information to your students, the diversity of the groups within areas is not discussed. For the most part, the emphasis in this lesson is on generalizations that apply to large numbers of peoples and nations within a culture region. -
University of Oklahoma Libraries Western History Collections Works
University of Oklahoma Libraries Western History Collections Works Progress Administration Historic Sites and Federal Writers’ Projects Collection Compiled 1969 - Revised 2002 Works Progress Administration (WPA) Historic Sites and Federal Writers’ Project Collection. Records, 1937–1941. 23 feet. Federal project. Book-length manuscripts, research and project reports (1937–1941) and administrative records (1937–1941) generated by the WPA Historic Sites and Federal Writers’ projects for Oklahoma during the 1930s. Arranged by county and by subject, these project files reflect the WPA research and findings regarding birthplaces and homes of prominent Oklahomans, cemeteries and burial sites, churches, missions and schools, cities, towns, and post offices, ghost towns, roads and trails, stagecoaches and stage lines, and Indians of North America in Oklahoma, including agencies and reservations, treaties, tribal government centers, councils and meetings, chiefs and leaders, judicial centers, jails and prisons, stomp grounds, ceremonial rites and dances, and settlements and villages. Also included are reports regarding geographical features and regions of Oklahoma, arranged by name, including caverns, mountains, rivers, springs and prairies, ranches, ruins and antiquities, bridges, crossings and ferries, battlefields, soil and mineral conservation, state parks, and land runs. In addition, there are reports regarding biographies of prominent Oklahomans, business enterprises and industries, judicial centers, Masonic (freemason) orders, banks and banking, trading posts and stores, military posts and camps, and transcripts of interviews conducted with oil field workers regarding the petroleum industry in Oklahoma. ____________________ Oklahoma Box 1 County sites – copy of historical sites in the counties Adair through Cherokee Folder 1. Adair 2. Alfalfa 3. Atoka 4. Beaver 5. Beckham 6. -
Indians and Whites: the Sand Creek Massacre
Lesson Plan Primary Sources Lessons 12 – 13 Native American Experience/Compare & Contrast Primary Source Lesson Plan Indians and Whites: The Sand Creek Massacre Name of Primary Source Colorado Standards • The Sand Creek Massacre: Colonel Chivington’s Account, George Bent’s Account, Lieutenant Joseph • Social Studies Standard 1 History: History develops Cremer’s Account, John Smith’s Acclount. moral understanding, defines identity, and creates and appreciation of how things change while building skills http://www.legendsofamerica.com/NA- in judgment and decision making. History enhances SandCreek.html Additional Source – Legends of the ability to read varied sources and develop the America, Native American Legends, The Sand Creek skills to analyze, interpret, and communicate. Massacre. This can be used to provide background • Grade level expectation: Use a variety of sources to information. distinguish historical fact from fiction. • Reading and Writing 1: Read and understand a variety How primary source ties into text of materials • Reading and Writing 3: Write and speak using • Qualifies: The primary sources include four different conventional grammar, usage, sentence structure, accounts of the Sand Creek Massacre by people punctuation, capitalization, and spelling present that day. Big Idea • Elaborates: Each primary source gives a different perspective of the events that took place at the Sand • Literacy - Compare and Contrast different points of Creek Massacre. Three accounts are told from the view. perspective of the white men who were present at the attack. One is told from the Native American • History - students understand that history is a written perspective. The Legends of American source gives an account often based on conflicting evidence. -
American Indian Biographies Index
American Indian Biographies Index A ABC: Americans Before Columbus, 530 Ace Daklugie, 245 Actors; Banks, Dennis, 21-22; Beach, Adam, 24; Bedard, Irene, 27-28; Cody, Iron Eyes, 106; George, Dan, 179; Greene, Graham, 194-195; Means, Russell, 308-310; Rogers, Will, 425-430; Sampson, Will, 443; Silverheels, Jay, 461; Studi, Wes, 478 Adair, John L., 1 Adams, Abigail, 289 Adams, Hank, 530 Adams, Henry, 382 Adams, John Quincy, 411 Adario, 1-2 Adate, 149 Adobe Walls, Battles of, 231, 365, 480 Agona, 150 AIF. See American Indian Freedom Act AIM. See American Indian Movement AIO. See Americans for Indian Opportunity AISES. See American Indian Science and Engineering Society Alaska Native Brotherhood, 374 Alaska Native Sisterhood, 374 Alaskan Anti-Discrimination Act, 374 Alcatraz Island occupation; and Bellecourt, Clyde, 29; and Mankiller, Wilma, 297; and Oakes, Richard, 342; and Trudell, John, 508 Alexie, Sherman, 2-5 Alford, Thomas Wildcat, 5 Allen, Alvaren, 466 Allen, Paula Gunn, 6-9 Alligator, 9-10, 246 Allotment, 202, 226 Amadas, Philip, 371 American Horse, 10-12, 26 American Indian Chicago Conference, 530 American Indian Freedom Act, 30 American Indian Historical Society, 116 American Indian Movement, 21, 129, 369; and Bellecourt, Clyde H., 29; and Bellecourt, Vernon, 32; creation of, 530; and Crow Dog, Leonard, 128; and Fools Crow, Frank, 169; and Means, Russell, 308; and Medicine, Bea, 311; and Oakes, Richard, 342-343; and Pictou Aquash, Anna Mae, 376 American Indian Science and Engineering Society, 391 American Revolution, 66; and Cayuga, 281; and Cherokee, 61, 346; and Creek, 288; and Delaware, 544; and Iroquois, 63, 66-67, 69, 112-113; and Lenni Lenape, 224; and Mahican, 341; and Miami, 277; and Mohawk, 68; and Mohegan, 345; and Ottawa, 387; and Senecas, 52; and Shawnee, 56, 85, 115, 497 Americans for Indian Opportunity, 207 ANB. -
Indian Archives Microfilm Guide Series 9: Kiowa Agency Records
Indian Archives Microfilm Guide Series 9: Kiowa Agency Records Compiled by Katie Bush Series 9: Kiowa Agency Records Table of Contents Census and Enrollment p. 3, 49 Kiowa Agency Records Letterpress Books p. 7, 36 Federal, State, and Local Court Relations p. 22 Foreign Relations p. 26 Military Relations and Affairs p. 27 Indian History, Culture, and Acculturation p. 33 Estates, Births, Marriages, Divorces, Deaths, Wills, and Related Records p. 35 Cattle, Grazing, and Pastures p. 41 Fences, Boundary Lines, and Homesteads p. 43 Intruders and Roads p. 43 Field Matrons p. 43 Traders p. 44 Commissioner of Indian Affairs, Letters Received p. 46 Schools p. 50 Farmers p. 52 Issues p. 55 Fort Sill Indian School Records p. 63 Series 9: Kiowa Agency Records (includes Comanche, Apache, and other various tribes) Introduction The treaty of Medicine Lodge Creek, Kansas (15 Stat., 581 and 15 Stat., 589) concluded on Oct. 21, 1868 between the United States and the Kiowa, Comanche, and Kiowa Apache provided for a reservation in Indian Territory to be located between the Washita and Red Rivers. This was a modification and reduction of a reservation established by a treaty of Oct. 18, 1865 (Stat. L xiv 717) with the Comanche and Kiowa. In 1868 A. G. Boone, Special Agent to the Kiowas and Comanches, and Pvt. Maj. Gen. W. B. Hazen were sent to Indian Territory to bring together the Kiowas, Comanches, and Apaches who wished to abide by their treaty commitments. Progress was made and the following year Boone’s successor, Laurie Tatum, arrived at agency headquarters near Fort Sill. -
National Register of Historic Places Registration Form
NPS Form 10-900 OMB No. 1024-0018 United States Department of the Interior National Park Service National Register of Historic Places Registration Form 1. Name of Property Historic Name: Jack County Courthouse Other name/site number: NA Name of related multiple property listing: NA 2. Location Street & number: 100 N. Main Street City or town: Jacksboro State: Texas County: Jack Not for publication: Vicinity: 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this nomination request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property meets does not meet the National Register criteria. I recommend that this property be considered significant at the following levels of significance: national statewide local Applicable National Register Criteria: A B C D State Historic Preservation Officer ___________________________ Signature of certifying official / Title Date Texas Historical Commission State or Federal agency / bureau or Tribal Government In my opinion, the property meets does not meet the National Register criteria. _______________________________________________________________________ ___________________________ Signature of commenting or other official Date ____________________________________________________________ State or Federal